A Case Study of Mentors and Mentees’ Professional Development in the Practicum

Balıkçı, Gözde
Gümüşok, Fatma
Bal Gezegin, Betül
This case study aims to explore the professional development experiences of two fourth–year student teachers (mentees) and their two cooperative school teachers (mentors) in the practicum component of English language teacher education program in a state university. The participants of this study have been doing their internship in their last year of pre- service education. They have been working with each other for a year which is a long time to explore the relationship between the mentors and the mentees. The inclusion of mentoring as a formal part of the teacher education programs dates back to 1980s (Hobson et al., 2009) and since then a considerable body of research has been conducted to investigate the practice of mentoring and mentored learning to obtain information on its nature, advantages, disadvantages, failures, roles of parties etc. (McIntyre, Hagger, &Wilkin, 1994). In order to better understand the mentoring experience, the roles of the parties should be clear. Tomlinson (1995) states that mentor teachers have two major roles; (1) the coach, challenging and stimulating students’ motivation and commitment, (2) the facilitator, supporting teaching skills, including counseling. Mentee, on the other hand, is seen as a student who is expected to demonstrate what he has learnt by cooperatively working with his mentor in a reflective, supportive and constructivist atmosphere. Recent studies on mentorship from schools in Turkey seem to reach conclusions that the significance of mentorship in teacher education programs should be underscored and mentorship has common problems and failures as well as benefits and gains. Ekiz (2006), in his study on mentorship, for example, concluded that communication between mentor and mentee in the mentoring experience is of upmost importance. Isıkoglu, Ivrendi, and Sahin (2007) reported similar findings in their study that pre-service teachers had trouble in building professional and fruitful relationships with their mentors. Such findings are not limited to mentor teachers; dissatisfaction of pre-service teachers with their supervisors at their universities has been reported in many recent studies


An Investigation into Turkish english language teachers’ perceived professional development needs, practices and challenges
Korkmazgil, Sibel; Seferoğlu, Gölge; Department of English Language Teaching (2015)
This phenomenological research study seeks to explore English language teachers’ professional development needs, practices and challenges that they experience in their professional growth. Data were collected from 41 English language teachers working at public schools in 14 different cities in Turkey through semi-structured interviews conducted in 2012. The findings suggested that highest level of needs were indicated with regard to developing teachers’ English language proficiency and speaking skills, impr...
The experiences of students with disabilities in an english language teacher education program: a case study on preservice teachers with visual impairments
Çınarbaş, Halil İbrahim; Karaman, Abdullah Cendel; Department of English Language Teaching (2016)
This qualitative case study aimed to explore the experiences of two pre-service teachers with visual impairments in an English language teaching teacher education program in terms of inclusive practices, accessibility, need accommodation, and institutional issues. Two pre service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and...
A Narrative inquiry into the professional identity formation of second career EFL teachers
Aslan, Reyhan; Eröz Tuğa, Betil; Department of English Language Teaching (2016)
This study aims to have a clearer understanding of the motivations of second career teachers for pursuing teaching as a career, the role of attributes they bring from their previous careers in their teaching practices and the challenges they face after their transition to teaching. Another aim of this study is to investigate the perceptions of second career EFL teachers coming from diverse disciplinary backgrounds in relation to their professional identity and the factors shaping their perceptions about the...
Investigating perceived dispositions of Turkish preservice early childhood education teachers
Buldu, Metehan; Erden, Feyza (2021-01-01)
This study aimed to explore the changes in developing perceived dispositions of preservice early childhood education (ECE) teachers influenced by student teaching experience. A convergent mixed-method research design framework was used to collect data for the study. The study sample comprised 86 preservice teachers enrolled at a public university in Ankara, 14 university supervisors responsible for the student teaching experience, and 86 cooperating teachers from public and private schools who were assigned...
A Qualitative case study of english language teachers’ views towards teacher research as a professional development tool
Karakaya, Nuriye; Savaş, Perihan; Department of English Language Teaching (2015)
This study investigated the current situation in relation to teacher research as a professional development tool among practicing English teachers in Turkey in their respective educational contexts. The perceptions of in-service ELT teachers on teacher research as a professional development tool and its sustainment among practitioners were studied in a qualitative case study design. Eighteen in- service EFL teachers from primary school, high school and university settings were recruited in the study. Initia...
Citation Formats
G. Balıkçı, F. Gümüşok, and B. Bal Gezegin, “A Case Study of Mentors and Mentees’ Professional Development in the Practicum,” presented at the Emerging Researchers’ Group (for presentation at Emerging Researchers’ Conference)(22 - 23 August 2017 ), Copenhagen, Danimarka, 2017, Accessed: 00, 2021. [Online]. Available: http://www.eera-ecer.de/ecer-programmes/pdf/print/conference/22/contribution/40214/.